Factors in International Student Identity Formation： Processes and Challenges
《学生选择专业的标准》高中生英语作文
《学生选择专业的标准》高中生英语作文Title: Criteria for Students' Major SelectionChoosing a major is one of the most significant decisions that high school students have to make.It is a choice that can shape their future career paths and determine their areas of expertise.The criteria that students consider when selecting a major vary from person to person, depending on their interests, abilities, and aspirations.The primary criterion for most students is their兴趣.Interest is the driving force that motivates students to learn and excel in a particular field.When students are passionate about what they are studying, they are more likely to invest time and effort in their studies, resulting in better academic performance and personal growth.Therefore, it is crucial for students to identify their interests and choose a major that aligns with their passions.Another important criterion is the potential career opportunities that a major can offer.Students often consider the job prospects and salary prospects of different majors before making a decision.They may also take into account the demand for professionals in various fields and the growth prospects of the industry.For example, fields like computer science, artificial intelligence, and healthcare are currently in high demand, offering numerous career opportunities.学生的能力也是选择专业的重要标准。
高中英语真题-InternationalStudentJobSearchin
高中英语真题:InternationalStudentJobSearchinI attended a workshop special for international student job search several days ag o, and only one word is able to express my feeling--depressed. The policies are as follows:1. International students can apply for a work permit (visa) if they can get a jo b offer within 90 days after graduation. The graduation date is the day your transcript is av ailable on the website. For example, a student will graduate b y December. His or her transcript will be available on website in the early next January. So he or she has to succeed in obtaining a job offer before April in order to apply for a work permit.2. A work permitIt application processing takes 2 months. "You must wait for the WorkPermit to be issued before you start working." In the previous instance, if the student gets a job offer in March, properly speaking, if the student is lucky enough to get a job offer in March, he or she cannot begin to work until June.3. The employment must be related to the program you studied. The offer letter must describe the connection between the j ob and your study field. For me, I am studying political scienc e, so I must find a job related to political science. FT!4. The valid time of a work permit is: one year for working in Toronto, Vancouver, and ; two years for working in other places. When the permit is expired, there are two ways to ext end job offer and work permit: one is immigration; the other is the company requires exception from the government, and m ust prove that no Canadians can do this job. FT again!That is all. Job search is a full-time job. Good luck!InternationalStudentJobSearchinI attended a workshop special for international student job search several days ago, and only one word is able to express my feeling--depressed. The policies are as follows:1. International students can apply for a work permit (visa) if they can get a job offer within 90 days after grad ua tion. The graduation date is the day your transcript is available on the website. For example, a student will graduate by December. His or her transcri pt will be available on website in the early next January. So he or she has to succeed in obtaining a job offer before April in order to apply for a w ork permit.2. A work permitIt application processing ta kes 2 months. "You must wait for the WorkPermit to be issued before you start working." In the previous instance, if the student gets a job offer in March, properly speaking, if the student is lucky enough to get a job offer in March, he or she cannot begin to work until June.3. The employment must be related to the program you studied. The offer letter must describe the connection between the job and your study field. For me, I am studying political science , so I must find a job related to political science. FT!4. The valid time of a work permit is: one year for working in Toronto, Vancouver, and ; two years for working in other places. When the permit is expi red, there are two ways to extend job offer and work permit: one is immigration; the other is t he company requires exception from the government, and must prove that noCanadians can do this job. FT again!That is all. Job search is a full-time job. Good luck!。
国际生英语作文模板
国际生英语作文模板Title: International Students and English Writing。
As the world becomes increasingly interconnected, the number of international students studying in English-speaking countries has been on the rise. These students come from diverse cultural backgrounds and bring with them a wealth of experiences and perspectives. However, one of the challenges they often face is mastering the English language, particularly in the area of writing. In this essay, we will explore the unique challenges international students encounter in English writing and discuss strategies to help them improve their skills.One of the most common challenges international students face in English writing is language proficiency. Many students come from non-English speaking countries and may not have had the same level of exposure to the language as their native English-speaking peers. As a result, they may struggle with grammar, vocabulary, and sentence structure, which can hinder their ability to effectively communicate their ideas in writing. Additionally, cultural differences in writing styles and conventions can also pose a challenge for international students. For example, in some cultures, direct and assertive language is valued, while in others, a more indirect and polite approach is preferred. These differences can lead to misunderstandings and miscommunication in written assignments.Another challenge for international students in English writing is the lack of familiarity with academic writing conventions. In many non-English speaking countries, the emphasis is placed on rote memorization and regurgitation of information, rather than critical thinking and analysis. As a result, international students may struggle with structuring their essays, providing evidence to support their arguments, and citing sources properly. They may also have difficulty understanding the expectations of their professors and meeting the academic standards of their host institutions.Despite these challenges, there are several strategies that can help international students improve their English writing skills. First and foremost, it is important forstudents to actively engage with the language on a daily basis. This can be done through reading English literature, newspapers, and academic articles, as well as watching English-language films and television shows. By immersing themselves in the language, students can improve their vocabulary, grammar, and overall language proficiency. Additionally, seeking out opportunities for language practice, such as joining writing groups or participating in language exchange programs, can provide valuable feedback and support.Furthermore, it is essential for international students to familiarize themselves with the academic writing conventions of their host country. This may involve attending workshops or seeking guidance from professors or writing tutors. By understanding the expectations of their academic community, students can tailor their writing to meet the standards of their institutions. Additionally, seeking feedback on their writing from professors and peers can help students identify areas for improvement and refine their skills.In conclusion, international students face unique challenges in mastering English writing, including language proficiency, cultural differences, and unfamiliarity with academic writing conventions. However, with dedication and perseverance, these challenges can be overcome. By actively engaging with the language, seeking out opportunities for language practice, and familiarizing themselves with academic writing conventions, international students can improve their English writing skills and effectively communicate their ideas in a global context. Ultimately, mastering English writing is not only a valuable academic skill, but also a means of expressing one's unique perspective and contributing to the global conversation.。
2023年上海市学士学位英语考试真题
2023年上海市学士学位英语考试真题全文共3篇示例，供读者参考篇12023 Shanghai Bachelor's Degree English Exam Sample QuestionsSection 1: Reading ComprehensionRead the following passage and answer the questions below.Passage:China has become one of the world's leading countries in technology and innovation. The government has implemented various policies to promote scientific research and development, and many Chinese companies have made significant strides in fields such as artificial intelligence and renewable energy. However, there are still challenges that China faces in becoming a truly global leader in innovation.Questions:1. What has China become a leading country in?2. What has the Chinese government done to promote scientific research and development?3. In which fields have Chinese companies made significant progress?4. What challenges does China face in becoming a global leader in innovation?Section 2: Vocabulary and GrammarFill in the blanks with the correct word or phrase from the options given.1. The company's ________ in renewable energy has helped it become a major player in the industry.A) innovationB) investmentC) technologyD) ambition2. Despite facing many obstacles, the team ________ managed to complete the project on time.A) eventuallyB) gratefullyC) confidentlyD) casually3. It is important to ________ in continuous learning to stay ahead in today's competitive job market.A) engageB) involveC) participateD) commit4. The government has announced plans to ________ funding for scientific research to encourage innovation.A) decreaseB) reduceC) increaseD) eliminateSection 3: WritingWrite an essay on the following topic:"Discuss the impact of technology on society and the economy in the 21st century. How has technology changed theway we live and work, and what challenges and opportunities does it present?"Remember to provide examples and evidence to support your arguments.Section 4: SpeakingYou will be given a topic to discuss for 2-3 minutes. You will be evaluated on your fluency, coherence, vocabulary, and pronunciation.Topic: "Describe a technological innovation that has had a significant impact on your life. How has it changed the way you communicate, work, or relax?"Good luck with your exam preparation!篇22023 Shanghai Bachelor Degree English ExamPart I: Reading Comprehension (40 points)Section A: Reading Comprehension (20 points)Read the following passage and answer the questions that follow.In recent years, Shanghai has become a popular destination for international students seeking a Bachelor's degree in English. With its renowned universities, diverse cultural scene, and bustling economy, Shanghai offers a unique and exciting learning experience for students from around the world.One of the key attractions of studying in Shanghai is the opportunity to immerse oneself in a language-rich environment. Students have the chance to practice their English skills both in and out of the classroom, as English is widely spoken in Shanghai and many locals are eager to engage with international students.Furthermore, Shanghai's universities are known for their high academic standards and innovative curriculum. Students can choose from a wide range of majors, including Business, Engineering, and the Arts, and benefit from expert instruction and state-of-the-art facilities.In addition to its academic offerings, Shanghai also boasts a vibrant cultural scene. Students can explore the city's many museums, art galleries, and theaters, or take part in cultural events such as the Shanghai International Film Festival or the Shanghai Jazz Festival.Overall, studying for a Bachelor's degree in English in Shanghai offers students a unique and enriching experience.With its world-class universities, dynamic cultural scene, and booming economy, Shanghai is truly a city of endless possibilities for international students.Questions:1. What is one of the key attractions of studying in Shanghai?2. What are Shanghai's universities known for?3. What can students do to immerse themselves in a language-rich environment in Shanghai?4. What cultural events can students take part in while studying in Shanghai?5. What makes studying for a Bachelor's degree in English in Shanghai a unique experience?Section B: Cloze Test (20 points)Read the following passage and fill in the blanks with the correct words.Shanghai, often referred to as the "Paris of the East", is a city(1)_______ for its stunning skyline, rich history, and vibrant culture.(2)________ many tourists flock to Shanghai to marvel at its modern skyscrapers and bustling (3)________ districts, the cityalso offers a wealth of cultural attractions for visitors (4)________ to delve deeper into its past.One of Shanghai's most famous landmarks is the Bund, a waterfront promenade lined (5)_______ historic buildings that offer stunning views of the Huangpu River and the city skyline. Visitors can stroll along the Bund, admiring the architectural (6)_______ of the buildings and taking in the sights and sounds of this vibrant city.Another must-visit destination in Shanghai is the Yuyuan Garden, a traditional Chinese garden (7)_______ in the heart of the city. (8)________ in the 16th century during the Ming Dynasty, the garden is a peaceful oasis amidst the hustle and bustle of modern Shanghai. Visitors can explore the garden's winding pathways, tranquil ponds, and intricate pavilions, (9)_______ a glimpse into China's rich cultural heritage.In addition to its historic attractions, Shanghai also offers a (10)________ of cultural activities for visitors to enjoy. (11)_______ can attend traditional Chinese performances at the Shanghai Grand Theatre, explore the city's many museums and galleries, or sample delicious local cuisine at one of Shanghai's many restaurants. No matter what your interests, Shanghai has something to offer everyone.Part II: Writing (60 points)Write an essay on the following topic:"Discuss the impact of globalization on education in Shanghai. How has globalization influenced the way students learn and teachers teach in Shanghai's schools and universities? What are the benefits and challenges of globalization in education, and how can Shanghai address these challenges to ensure a high-quality education for all students?"In your essay, be sure to:- Identify and analyze the key ways in which globalization has affected education in Shanghai.- Discuss both the advantages and disadvantages of globalization in education.- Propose solutions for addressing the challenges of globalization in education and ensuring a high-quality education for all students in Shanghai.Please write your essay in 300-500 words.---This is a sample of what the 2023 Shanghai Bachelor Degree English Exam might look like. The actual exam questions mayvary, but this gives you an idea of the types of reading comprehension questions and writing prompts that students may encounter on the exam. Good luck!篇32023年上海市学士学位英语考试真题Part A: Listening Comprehension (20%)Section 1: Dialogues (10%)Directions: In this section, you will hear several dialogues. Listen to the dialogues carefully and then answer the questions that follow. You will hear each dialogue only once.1. What does the man want from the woman?2. What is the man's favorite kind of music?Section 2: Passages (10%)Directions: In this section, you will hear several passages. Listen to the passages carefully and then answer the questions that follow. You will hear each passage only once.3. Where is the speaker going on vacation?4. What is the passage mainly about?Part B: Reading Comprehension (40%)Section 1: Multiple-choice (10%)Directions: In this section, you will read several passages. Each passage is followed by some questions or incomplete statements. For each question or statement, choose the best answer from the choices given.5. According to the passage, what is the main cause of pollution in the river?A. Factories dumping wasteB. People litteringC. Vehicles emitting exhaustSection 2: True or False (10%)Directions: In this section, you will read several statements. If the statement is true, write T on the answer sheet, if it is false, write F on the answer sheet.6. The new film is based on a true story.Section 3: Fill in the Blanks (20%)Directions: In this section, you will read several passages with some words missing. Fill in each blank with the correct word from the options given.7. The students were excited to learn about the upcoming _____ to the museum.A. visitB. tripC. journeyPart C: Writing (40%)Section 1: Expressing Opinions (20%)Directions: Choose one of the topics below and write an essay expressing your opinions.8. Some people believe that technology has made our lives easier, while others think it has made us lazier. What is your opinion?Section 2: Letter Writing (20%)Directions: Imagine you are writing a letter to a friend who is coming to visit next month. Write a letter inviting your friend tostay with you and suggesting some activities to do during their stay.---Note: This is a sample format for the 2023 Shanghai Bachelor's Degree English exam. The actual exam may vary. Good luck to all the test-takers!。
英语采访国际学生作文模板
英语采访国际学生作文模板Interviewing International Students: A Window into Different Cultures。
As the world becomes increasingly interconnected, the number of international students studying in foreign countries has been on the rise. These students bring with them not only their academic knowledge but also their unique cultural backgrounds and perspectives. In order to gain a deeper understanding of the experiences and challenges faced by international students, I had the opportunity to interview several individuals from different countries. Through these interviews, I was able to gain valuable insights into the cultural diversity and the issues that international students encounter while studying abroad.The first international student I interviewed was Maria from Spain. She shared with me her initial struggles with adapting to the American education system and the cultural differences she encountered. Maria explained that the teaching style and classroom dynamics in the United States were very different from those in Spain. She also mentioned the challenge of language barriers and the need to improve her English proficiency in order to fully engage in class discussions and social interactions. Despite these challenges, Maria expressed her appreciation for the diverse learning environment and the opportunities to broaden her perspectives through interactions with people from various cultural backgrounds.Next, I had the chance to speak with Li from China. Li described the cultural shock she experienced upon arriving in the United States, particularly in terms of social customs and communication styles. She emphasized the importance of building relationships and networking in the American academic and professional settings, which differed significantly from the more hierarchical and formal interactions in China. Li also discussed the pressure she felt to excel academically and to meet the high expectations of her family and peers back home. Despite these challenges, Li expressed her gratitude for the support she received from the international student community and the university's resources for cultural adjustment.In addition, I interviewed Ahmed from Egypt, who shared his experiences as a Muslim international student in the United States. Ahmed discussed the misconceptions and stereotypes he encountered, as well as the need to find spaces for practicing his religious beliefs and customs in a predominantly non-Muslim environment. He also highlighted the importance of creating a sense of community and belonging among international students, particularly those from underrepresented backgrounds. Ahmed emphasized the significance of cultural exchange and mutual understanding in fostering a more inclusive and welcoming environment for all students.Through these interviews, I gained a deeper appreciation for the diverse experiences and perspectives of international students. I also recognized the importance of creating a supportive and inclusive environment for these students to thrive academically and personally. As a result, I believe that universities and educational institutions should continue to develop programs and resources that address the unique needs of international students, including language support, cultural adjustment assistance, and community-building initiatives. Moreover, fostering a greater awareness and understanding of different cultures among the local student population can contribute to a more enriching and harmonious educational experience for all.In conclusion, interviewing international students has provided me with valuable insights into the cultural diversity and the challenges faced by individuals studying abroad. It has also underscored the importance of creating a more inclusive and supportive environment for international students to succeed and thrive. By promoting cultural exchange and understanding, we can build a more interconnected and empathetic global community within our educational institutions. I hope that the experiences and perspectives shared by these international students will serve as a reminder of the richness and value of diversity in our academic and personal lives.。
英语作文-国外高等教育行业的国际认证与评估机制
英语作文-国外高等教育行业的国际认证与评估机制In the realm of higher education, the international accreditation and assessment mechanisms serve as pivotal benchmarks for quality assurance and global recognition. These frameworks are not only instrumental in facilitating student mobility across borders but also in ensuring that institutions adhere to rigorous standards of academic excellence.The process of international accreditation involves a comprehensive review by an external body, which evaluates an institution's programs, faculty, and facilities against established criteria. This is often a voluntary process that institutions undergo to demonstrate their commitment to quality education. Accredited institutions gain prestige and a competitive edge, attracting students and faculty worldwide.Assessment mechanisms, on the other hand, are continuous processes that institutions implement internally to monitor and improve the quality of their educational offerings. These mechanisms include a variety of tools and methods, such as peer reviews, student feedback, and performance metrics. The data collected through these assessments inform decision-making and strategic planning, ensuring that institutions remain responsive to the changing needs of students and the labor market.One of the most recognized international accreditation bodies is the Accreditation Board for Engineering and Technology (ABET), which accredits applied science, computing, engineering, and technology programs. Similarly, the Association to Advance Collegiate Schools of Business (AACSB) accredits business schools around the world. These organizations have set the standard for excellence in their respective fields and are sought after by institutions aiming for international stature.The European Quality Improvement System (EQUIS) is another prominent accreditation body that assesses institutions based on internationalization, relevance to the corporate world, and a holistic approach to management education. EQUISaccreditation is a testament to an institution's high international standing and its commitment to developing leaders for the global business environment.In addition to these, the Quality Assurance Agency for Higher Education (QAA) in the UK provides benchmarks and guidelines for maintaining standards in higher education. It conducts reviews and audits to ensure that institutions meet the expectations for quality and rigor.The impact of these international accreditation and assessment mechanisms is profound. They drive institutions to continuously innovate and improve, fostering environments that nurture critical thinking, research, and lifelong learning. For students, these accreditations mean access to quality education that is recognized worldwide, enhancing their employability and career prospects.Moreover, these mechanisms encourage a culture of transparency and accountability in higher education. Institutions are motivated to engage in ethical practices, contribute to societal development, and produce graduates who are not only skilled professionals but also responsible global citizens.In conclusion, international accreditation and assessment mechanisms are indispensable in the landscape of higher education. They ensure that institutions across the globe meet exemplary standards, thereby elevating the quality of education and research. As the world becomes increasingly interconnected, these frameworks will continue to play a crucial role in shaping the future of education and fostering international collaboration and understanding.。
影响学生选专业的主要因素英语作文
影响学生选专业的主要因素英语作文Factors Influencing Students' Choice of MajorIntroductionChoosing a major is a crucial decision for students as it often determines their future career path. There are several factors that influence students' choice of major, including personal interests, academic abilities, job prospects, and societal expectations. In this essay, we will explore the primary factors that impact students' decisions when selecting a major.Personal Interests and PassionsOne of the main factors influencing students' choice of major is their personal interests and passions. For many students, the decision to pursue a particular major is driven by their love for a specific subject or field of study. They may have a natural talent for a certain area, such as art, music, or mathematics, and want to build a career around their passion. When students choose a major that aligns with their interests, they are more likely to stay engaged and motivated throughout their academic journey.Academic Abilities and SkillsAnother crucial factor that influences students' choice of major is their academic abilities and skills. Some students may excel in certain subjects, such as science, technology, engineering, or mathematics (STEM), and choose a major that leverages their strengths. Others may be more inclined towards humanities, social sciences, or the arts. Students often consider their academic performance in high school and college when selecting a major, as they want to pursue a field in which they can succeed and thrive.Job Prospects and Economic ConsiderationsJob prospects and economic considerations play a significant role in students' decisions when choosing a major. Many students consider the potential for employment and earnings in a particular field before making their choice. They may research job market trends, salary expectations, and job growth projections to determine the viability of pursuing a specific major. Students are more likely to select majors that offer promising career opportunities and financial stability in the long run.Societal Expectations and Family PressureSocietal expectations and family pressure can also influence students' choice of major. Some students may feel compelled topursue a major that is considered prestigious or lucrative by society, even if it does not align with their interests or passions. Family expectations and cultural norms may also shape students' decisions when selecting a major. Students may feel pressure to choose a major that satisfies their parents' or relatives' expectations, even if it is not their preferred choice.Future Goals and AspirationsStudents' future goals and aspirations play a significant role in their choice of major. Some students have clear career goals and aspirations and choose majors that align with theirlong-term objectives. They may have a specific industry or job role in mind and select a major that prepares them for their desired career path. Students who are goal-oriented and ambitious are more likely to choose majors that align with their future aspirations and help them achieve their professional dreams.ConclusionIn conclusion, students' choice of major is influenced by a combination of factors, including personal interests, academic abilities, job prospects, societal expectations, family pressure, and future goals. While some students prioritize their passions and talents when selecting a major, others consider jobprospects, economic considerations, and societal expectations. Ultimately, students should choose a major that aligns with their interests, strengths, and aspirations to ensure a fulfilling and successful academic journey. By carefully weighing these factors, students can make informed decisions and embark on a path that leads to a rewarding and fulfilling career.。
国际学生的英语作文怎么说
国际学生的英语作文怎么说Being an international student is an incredible experience. It opens up a whole new world of opportunities and challenges. From the moment you step foot in a foreign country, everything seems different and exciting. The language, the culture, the people it's all so different from what you're used to. But that's what makes it so amazing.Living in a foreign country means you have to adapt to a new way of life. You have to learn to navigate the streets, use public transportation, and find your way around. It's not always easy, but it's a great way to become more independent and self-reliant. Plus, it gives you a chance to explore and discover new places that you may never have had the opportunity to visit otherwise.One of the biggest challenges of being an international student is language barrier. Even if you have studied English for years, it can still be difficult to understandand communicate with native speakers. But don't let that discourage you! Embrace the challenge and use it as an opportunity to improve your language skills. The more you practice, the better you'll get.Another aspect of being an international student is the cultural exchange. You get to meet people from all over the world and learn about their customs and traditions. It's a chance to broaden your horizons and gain a deeper understanding of different cultures. You'll also have the opportunity to share your own culture with others, which can be a rewarding and enlightening experience.Of course, being an international student also comes with its fair share of homesickness. Missing your family and friends back home is completely normal. But remember, you're not alone. There are other international students going through the same thing, and there are plenty of resources and support systems in place to help you through it. Reach out to your fellow students, join clubs or organizations, and make an effort to stay connected with your loved ones back home.In conclusion, being an international student is a unique and enriching experience. It challenges you, broadens your horizons, and helps you grow as an individual. So embrace the opportunity and make the most of your time abroad. It may not always be easy, but it will definitelybe worth it.。
英语作文
Factors affecting college students finding a jobThe employment of college students is actually a huge social problem in recent years, employment of university students has become the most popular hot issues of social concern .since 1999 Our colleges and universities enrollment has increased greatly .With the accelerated pace of higher education, college graduates face an increasingly severe employment situation, the main reasons include the following:Firstlly, labor supply and demand are not in balance. With the development of global economy, China becomes the 'world factory', whose products are generally made by low-tech and low skill, so the demand for 'top' position is very limited,In the process China's development of higher education, there is a large blindness: basic higher education in China are government-driven and government action, while higher education in developed countries is market-driven , students blindly pursue popular professional, thus resulting unreasonable allocation of human resources. In addition, in the process of college teaching, too much attention is paid to theoretical knowledge, while practical ability of students is ignored.Graduates are unwilling to go to work in small businesses and rural towns and other skilled jobs, but it is precisely these areas where there is a demand for talents.graduates lack career skills, and have poor self-confidence some of them are overly dependent on others, blame the parents and blame the school,countermeasures and suggestionsTo reverse the current trends and to promote the healthy development of higher education,, I believe that the following measures should be taken.1 Government should make relevant laws and regulations, employment standards to protect the legitimate rights and interests of graduate employment.osphere.2 to enhance the overall quality of graduate training, improve the employment competitiveness of universities in training students of professional and technical knowledge, to be more concerned about the overall quality of training students in thetraining process,3 College studetns should improve their overall quality to establish a good knowledge structure and ability system. They should enhance various abilities, such as communication skills, organizational skills, the use of foreign languages and computer capabilities。
cultivation of internationalized talents -回复
cultivation of internationalized talents -回复“What is the cultivation of internationalized talents, and why is it important?”The cultivation of internationalized talents is a process that aims to prepare individuals to navigate and excel in an increasingly globalized world. It involves developing a range of skills, knowledge, attitudes, and values that enable individuals to effectively connect, communicate, and collaborate across different cultures and countries. In contemporary society, where the boundaries between nations and cultures are becoming blurred and business and communication go beyond national boundaries, the cultivation of internationalized talents is of crucial importance.First and foremost, internationalized talents possess a deep understanding and appreciation of different cultures and perspectives. They are not only aware of their own cultural background but also curious and open-minded about other cultures. This cultural intelligence allows them to interact and connect with people from various backgrounds, fostering diplomacy and understanding in today's interconnected world. Additionally, this cultural sensitivity enables them to embrace diversity and work harmoniously with people from different ethnicities, religions, and cultural practices.Furthermore, the cultivation of internationalized talents includes language proficiency. Learning a foreign language not only enables effective communication but also demonstrates respect and appreciation for others' cultures. Language proficiency establishes a bridge between different nations, facilitating interpersonal relationships, trade, and diplomacy. It also enhances employability, as companies increasingly seek individuals who can communicate fluently in more than one language.In addition to language proficiency, internationalized talents possess a set of skills that enable them to thrive in global environments. These include critical thinking, problem-solving, adaptability, and cross-cultural communication skills. Critical thinking allows individuals to analyze complex global issues objectively and make well-informed decisions. Problem-solving skills enable them to navigate challenges and find innovative solutions, regardless of the cultural context. Adaptability ensures they can adjust to different environments and successfully operate in diverse cultural settings. Lastly, cross-cultural communication skills enable them to effectively exchange ideas and information, negotiate, and build relationships with people from different cultures.Moreover, internationalized talents are equipped with a globalperspective. They possess a broad knowledge of global affairs, economics, politics, and history. Understanding global phenomena and trends enables them to respond to challenges and opportunities in diverse international contexts. This global perspective also gives them a competitive edge in their professional endeavors, as they can identify and capitalize on global market trends and opportunities.Lastly, the cultivation of internationalized talents emphasizes the development of global citizenship and social responsibility. Internationalized talents are aware and concerned about global issues such as climate change, poverty, and human rights. They actively engage in efforts to address these challenges and make a positive impact on the world. This global citizenship mindset encourages individuals to think beyond their own nation's interests and work collaboratively with others to create a more just, sustainable, and inclusive world.In conclusion, the cultivation of internationalized talents is necessary to navigate and excel in today's globalized world. It involves developing cultural intelligence, language proficiency, a set of skills for global environments, a global perspective, and a global citizenship mindset. By investing in the cultivation ofinternationalized talents, individuals, businesses, and societies can foster global understanding, cooperation, and sustainable development.。
2014年最新新南威尔士大学本科学生手册
4 Educating the world’s futureleaders7 UNSW: home of innovation8 Student life and learning 10 Life on campus12 Living in Sydney14 Finding a place to live16 Arts and SocialSciences17 Australian School ofBusiness18 Built Environment 19 COFA - Art Design Media20 Engineering21 Law22 Medicine23 Science24 What can I study at UNSW?26 Course listings64 Direct entry guide67 Accepted qualifi cations69 English pathways to studyat UNSW71 Academic pathways to studyat UNSW72 How to apply73 UNSW representatives in yourcountry74 Tuition fees and other expenses76 Our scholarships77 UNSW apply online data entryform79 UNSW Institute ofLanguages application form81 UNSW Foundation Studiesapplication formContentsAs President and Vice-Chancellor of UNSW I take great pride in our achievements, particularly ourstatus as one of the top 100 universities in the world, and Australia’s premier university focused onscience, technology, business and the professions.Every day walking through our modern and cosmopolitan campus, I am inspired to see staff andstudents from 120 different countries, coming together to pursue their academic passions and totackle some of the world’s grand challenges through research on areas such as climate change,HIV, population ageing and developing innovative new technologies such as ultra-powerfulquantum computers that will transform the way we work, and the ground breaking bionic eye whichhas the potential to give back to thousands the power of sight.I believe there has never been a more exciting time to study at UNSW. In the last 12 monthsalone we have opened a new global centre of excellence for Sustainable Energy Research andour College of Fine Arts has undergone a A$58 million dollar facelift, cementing its reputation asAustralia’s leading school of art, design and digital media. We have expanded our on-campusaccommodation, with the opening of state-of-the-art student apartments, the University Terracesand in 2014 we will also open new college accommodation.By choosing UNSW you will be joining the brightest and best students from our local area.Surveys show that they go on to succeed in their chosen careers – consistently earning thehighest graduate starting salaries. UNSW has also educated more industry CEOs than any otheruniversity in Australia. You will be joining a talented and highly driven student community.I wish you well with your journey ahead and hope to welcome you to UNSW in 2014.Frederick G Hilmer AOPresident and Vice-ChancellorI wish youWelcomeCHOOSING WHICHUNIVERSITY TO ATTEND ISONE OF THE MOST EXCITINGBUT DIFFICULT DECISIONSTHAT YOU AND YOUR FAMILYWILL MAKE.The best and brightest studentsWith eight faculties in Sydney, as well as our Canberra campus, we attract some of the most talented students from around Australia and internationally. This ensures we have one of Australia’s most diverse student populations, welcoming 13,000 international students from more than 120 countries.This diversity makes for a vibrant, cosmopolitan student experience, while our internationally focused curricula and extensive exchange programs ensure all students receive a truly global education.Taking our graduates to the worldA degree from UNSW is recognised wherever you go in the world. And with one of Australia’s largest international exchange programs, we offer our students the opportunity to study in the Asia-Pacific region, North America, South America, South Africa and Europe.The recognition our graduates deserveRanked 35th in the world for employer reputation*, our international graduates have the highest median starting salaries and employment rates amongst the Australian Group of Eight universities**.Having successfully studied at UNSW, many of our graduates have becomeleaders in government, business, research and industry. This is reflected in the fact that of Australia’s top 50 companies, UNSW has educated the highest number of serving CEOs***.Leaders in their field: our alumni.auWith over 245,000 alumni based across more than 140 countries, the UNSW global alumni network is impressive. Many work in significant positions in commerce, government, medicine, and academic life.Some of our most prominent alumni include award-winning animator, Philip To; Judge of the High Court of Hong Kong, His Honour Justice Barnabas Fung; Chairman and CEO of Boustead Singapore Limited, Fong Fui Wong; founder of ResMed, Dr Peter Farrell AM; and co-founder of the Octopus Group, Elaine Teh.As an alumnus of UNSW, your relationship with the University continues in a variety of ways. This allows you to enhance your personal and professional network, and keeps you informed of developments at the University. And with networks in Australia, China, Hong Kong, Malaysia, Singapore, Thailand, Vietnam, the United Kingdom, United States and Indonesia, we offer you the opportunity to meet other alumni wherever you may be.Some facts about UNSWFor a relatively young university, we have enjoyed enormous success. This includes:• Becoming a top 100 university, ranking 85th overallin the 2012-13 Times Higher Education World University Rankings and a ranking in the top 100 universities for global reputation and academic prestige• Ranking 52nd in the world in the 2012 QS World University Rankings• Achieving membership of the prestigious Groupof Eight (Go8) leading teaching and research universities in Australia• Gaining membership of Universitas 21, a consortiumof the world’s leading research u niversities from Asia, Europe and North America• Becoming the first university worldwide to beawarded a five star plus ranking by QS World University Rankings.* 2012 QS World University Rankings** 2011 Australian Graduate Survey ; includes undergraduate and postgraduate international graduates *** 2012Suncorp Banks Power IndexEvery year, hundreds of thousands of old car tyres and discarded plastic shopping bags, that would otherwise go to landfill, are turned into steel. It’s an ingenious innovation that saves money and reduces pressure on the environment.It’s just one of many innovations, inventions andresearch breakthroughs that originated at UNSW. Right now, UNSW scientists are developing bionic eyes, new skin care products, solar cell technology and life-saving virtual reality technology for the mining industry. They’re pioneering research into earthquake response, cancer treatment and longer lasting batteries for medical products.And you can be involved …UNSW: home of innovationPioneering innovation.auNewSouth Innovations (NSi) is at the heart of UNSW’s research and innovation culture. Our goal is to transform our students’ research into successful products that benefit the economy, society and future generations.If you have a great idea and need help setting up your own business while you’re studying, NSi should be your first point of contact. We will give you the opportunity to collaborate with some of the world’s most successful companies. We can also provide specific help with:• Assessing your idea and its market potential• Protecting your idea, its confidentiality and Intellectual Property (IP) rights • Accessing high quality IP for free … we call it ‘Easy Access IP’• Connecting with business, industry and government • Meeting venture capitalists to discuss potential funding.Scientific discovery is in our DNAUNSW was established in 1949 with a single-minded scientific focus. While our curriculum has broadened since, the desire to innovate, uncover new ways of doing things and generally improve the world we will live in still drives us today. In fact, in the Excellence in Research for Australia report, UNSW was ranked at, above, or well above world standard in all fields assessed. We conduct research across a wide range of areas, but we invest considerable resources in particular areas where we think we can make a difference.UNSW is an acknowledged world leader in photovoltaics, HIV/AIDS research and quantum computing. Some of our other research strengths include biomedical sciences, water, environment and sustainability, next generation materials and technologies, social policy, government and health policy, information and communications technology, robotics and devices, business, law and economics.We are also home to a number of national centres for research excellence and we are affiliated with many of Australia’s outstanding research institutes.Working with the business communityWe recognise the importance of industry partnerships in bringing our ideas to the broader community. For example, the process of turning plastics and rubber into ‘green steel’ was commercialised in partnership with Onesteel.It’s no coincidence that UNSW is the highest funded university by Australian industry partnersthrough Linkage Project grants.Scan to watch the 2012 UNSW Innovation Awards winners.Associate Professor Mike ManefieldThe six-star energy rated Tyree Energy Technologies Building is the headquarters for the UNSW’s cutting edge energy research.The library.au2.7 million items, 100,000 e-journal subscriptions and 250,000 e-book titles; it’s not surprising that the UNSW Library is one of the biggest, and best, university libraries in Australia.But great libraries are about more than just big numbers. We are committed to providing a fi rst-rate study environment, with group study rooms, media booths, dedicated postgraduate spaces and informal lounge areas, all with access to the latest technology.The Library is split over three locations: the Main Library and the Law Library on the Kensington Campus and the COFA Library at Paddington. The Learning Centre .auThe Learning Centre is the place to come when you need assistance with your studies. We offer a range of support services, like academic skills workshops, academic English workshops, online study guides, discipline-based learning, language programs and one-on-one consultations. All services are free of charge and individual consultations are confi dential. Counselling and psychological services .auCounselling and Psychological Services provides free and confi dential psychology consultations to all UNSW students. Our counsellors are experienced registered psychologists who understand the issues facing university students.In particular, counsellors can help international students adapt to cultural and educational differences and become more confi dent in pursuing career and life experiences.The Hub.auThe Hub is a shared space where our students can engage in study and group work activities, use meeting rooms for group study purposes and catch up with friends. Working space isprovided for interns, social work students on placement and those working on joint staff/student projects. In the Hub’s chill out zone, you can relax in a cosy space with a book exchange service, chilled music, bean bags and comfy couches. Our quiet study space is also a great area to catch up on your studies in a wireless environment.The Hub is home to our team of Student Participation Advisors who provide advice, support and opportunities available on campus. These services are free of charge, confi dential and professional.Student life and learningSTUDYING AT UNSW IS MORETHAN JUST GETTING A UNIVERSITY EDUCATION. IT’S ABOUT GAINING THE SKILLS AND EXPERIENCES YOU WILL NEED TO BE A LEADER IN YOUR FIELD. HERE ARE SOME OF THE LEARNING FACILITIES AND OPPORTUNITIES AVAILABLE TO OUR STUDENTS.Want to be successful in your career? Scan to watch a fun video on how UNSW Careers and Employment has helped students achieve theircareer goals.Student life and learning.au Student Life and Learning offers a variety of academic, personal and career-related services to ensure you get the most out of your study at UNSW.You’ll discover ways to develop better study habits, improve your academic performance, learn leadership skills, and maintain a healthy work/life/study balance. We can also help you fi nd work and internship opportunities both on- and off-campus. For the full range of services offered, visit the Student Life and Learning website or download our Uni-Verse app:.au/uni-verse Student Development International: Services for international students (Kensington campus).au We know that moving to a new country is a new challenge. Our role is to make your transition into Australian life and study that little bit easier.• We will pick you up from the airport when you arrive and transport you to the ourWelcome Centre at the Kensington campus (bookings are essential). Accommodation assistance is also available.• You will be introduced to the University through our cultural mentors andinternational student orientation program, Step Up. Step Up covers topics like cultural transition, how to get the most out oflearning in Australia, time management and career planning.• You can get involved in our fun social activities and make new friends.• You can sign up for our language andcultural transition programs.• When you need personalised adviceInternational Student Advisers are available (individual consultations are confi dential).UNSW Careers and Employment .auWhether you’re searching for part-time work while you study, or looking ahead to your postgraduate career, the Careers and Employment Offi ce can help, with a range of services including:• The Careers Online job vacancy website (listing part-time, casual, vacation and graduate positions)• Careers development workshops, covering job search, career planning, resume and cover letter writing and interview skills • One-on-one appointments with a career consultant to help you with career management and job applications • Career expos and employer information sessions• The International Employment program, linking UNSW graduates with international employers.Some of the services specifi c to international students include:• The UNSW Professional DevelopmentProgram, offering employment skills training and internship opportunities at UNSW • Workshops covering a range of topics such as preparing for the Australian workplace, how to fi nd part-time and casual work and networkingAll services are free of charge.Kensington campus Canberra campus Kensington campus Kensington is our main campus and the home of seven faculties: Artsand Social Sciences, The Australian School of Business, Built Environment, Engineering, Law, Medicine and Science.We are proud of the campus’s 64 year history and we are constantly looking to the future. The campus is defi ned by state-of-the-art buildings, superb facilities and a reputation for teaching and research excellence.Set on extensive grounds in the inner south-east of Sydney, Kensington is close to everything. Step on a bus and you can be in the city, the Central Railway Station, the beach or the airport within 15 minutes. Paddington (COFA) campus Recently redeveloped to incorporate a world-class art and design gallery, computer labs and a suite of fi neart and design studios, COFA has reinforced its reputation as the leading art, design and media school in Australia.Paddington is 10 minutes by bus from our main Kensington campus and just down the road from the emerging IT and design hubs in Surry Hills and East Sydney.Canberra campusLocated at the Australian Defence Force Academy, our Canberra campus provides undergraduate education for future leaders of the Australian Defence Force and research opportunities for international students.The student-teacher ratio here is the lowest of any university in the country and our academic staff are amongst the best in their fi eld.Just a few kilometres from the centre of Canberra, the campus hasa comprehensive library, a media resources service and the latesttechnology facilities.Paddington campusArc@UNSW.auFacebook: ArcUNSWArc is the student organisation hereat UNSW. What does that mean?It means we’re a group run bystudents to provide students like youwith the best uni life possible.Whether you want to make friends,have fun, gain experiences or getahead, we provide access to clubsand societies, events and parties,volunteering programs, internships,legal and advocacy for visa andemployment issues, discounts andlots more!The world on campus.au/clubsArc runs over 200 clubs andsocieties each with its own interestarea, including hobbies, sports,areas of study, nationalities andmore. Joining a club is the bestway to meet people who share yourinterests and make friends in thecampus community.As an international student, joininga student association could alsobe a great way to settle in to lifeat UNSW. There are also over 20international societies, representingcountries and cultures from allcorners of the globe. Visit thewebsite for a full list.Sport at UNSW and recreation .au Staying active while you’re studying is easy – and affordable – at UNSW. We have more than 30 different clubs covering all kinds of sports, activities and levels. So whether you’re a competition-level swimmer or a novice tennis player, there’s bound to be something for you. UNSW Fitness and Aquatic Centre .au/centre/unsw If you’re simply wanting to get fi t, try out the newly upgraded Fitness and Aquatic Centre. There is a range of learn to swim, group fi tness, personal training and gym fl oor classes available. Some of the other exciting features include:· State-of-the art cardio equipment · New strength training zone· Indoor swimming pool Banking and postal servicesWhen it comes to transferring fundsor posting a parcel, it’s nice to be ableto do everything on campus. Thereare two banks (Commonwealth Bankand ANZ Bank) and a credit union(Catalyst) on the Kensington campus,with 24-hour ATMs. They can all helpyou transfer funds from any majorbank in the world, within 24 hours.The Post Offi ce is on the Kensingtonupper campus.Healthcare.auMedical, dental and physiotherapyservices are all available on campusat UNSW. There are also a numberof medical practices, as well aspublic and private hospitals, in thesuburbs surrounding the University.Childcare.auIf you plan to come to Australia withyoung children, it’s important toconsider the availability and cost ofchildcare. Full-time care is diffi cultto fi nd, especially for children underthree years of age. Costs can rangefrom A$75 to A$125 a day.The UNSW Kensington campus hasfour childcare centres, however thewaiting list for places is long, so werecommend you apply as soon aspossible.Religious facilities.au/life/religious-centreThere is a range of religiousfacilities at UNSW, catering to mostmajor religions and available to allstudents and staff.• The Religious Centre on theKensington campus is attended bychaplains from Buddhist, Anglican,Catholic, Coptic, Greek Orthodox,Pentecostal, Presbyterian andUniting faiths. They conductregular worship services, Biblestudies, prayer meetings and offerspiritual counselling• The Islamic Society has an Imamin attendance with meeting andprayer rooms available for Muslimstudents• There is a Jewish Chaplain oncampus• There are a number of religioussocieties on campus, includingthe Coptic Society, Ba’haiSociety, Catholic Asian StudentsAssociation, Chinese ChristianFellowship and the Pragathi HinduSocietyPart-time and vacation workAs an international student, Australianimmigration regulations allow you to work up to 40 hours per fortnight during semester, and full time during university vacations. It’s important to note that you’re not permitted to work until you have commenced your studies.There are many ways to fi nd casual and part-time work. Look in local newspapers, ask your friends, or enquire at the University Careers and Employment Offi ce. You can also look online at .auKeep in mind that as you might not be able to fi nd a suitable job, we advise you not to plan your study budget around fi nding work for the maximum allowable hours.Public transportThe most popular and convenient way to travel to UNSW is on modern public buses. Regular services connect UNSW with all major transport hubs, including Sydney’sCentral railway station, which is approximately 15 minutes by bus from the University.access to even more transport options.As a full fee paying international student, you may be eligible for concession travel on selected trains, buses, ferries and rail in the greater Sydney metropolitan area.Food and shopping.au/Maps/pdf/Kensington_Retail_Outlets.pdfSydney is famous for its vibrant food scene. And in the suburbs surrounding UNSW, there are many reasonably priced, good quality restaurants, cafés and shops selling food from around the world. Halal meat is readily available at butcher shops near our Kensington campus.With our range of on campus cafés and take-away food outlets, you won’t have to travel far to fi nd something to satisfy your taste – whether it’s sushi, croissants and coffee, vegetarian food, laksa or noodles.You will also fi nd food, clothing,pharmaceuticals, books and stationery in the shops on campus and in nearby retail areas.BONDI BEACH7KMFROM UNSW [15 MINUTES]CENTENNIAL PARK3KMFROM UNSW [7 MINUTES]PADDINGTONMARKETS4.5KMFROM UNSW [10 MINUTES]SYDNEY CITY7KMFROM UNSW [15 MINS]SYDNEY HARBOUR8KMFROM UNSW [20 MINUTES]Living in SydneySYDNEY’S POPULATIONAUSTRALIA’S LARGEST AND MOST COSMOPOLITAN CITY4.5 millionAVERAGE TEMPERATUREWWW.CITYOFSYDNEY .AU17oC - 26oCAustralia’s largest and most dynamic city, Sydney is a beautiful, vibrant and ever changing metropolis. Ranked by The Economist’s Global Livability Report 2011 as one of the world’s most livable cities, Sydneysiders enjoy a lifestyle that is unlike any other city in the world.Located on the south-east coast of Australia, Sydney is the gateway to Australia and home to over 4.5 million people.A city of the worldSydney is one of the world’s most multicultural cities. Here you can experience the food, entertainment and customs of many cultures. And because of its diverse cultural background, Australians are very accepting of the cultures of others. In fact, over 50% of Sydney residents today were born outside Australia or have at least one parent born overseas.Sydney’s enviable lifestyleSydney’s residents and visitors delight in a healthy outdoor lifestyle in a city surrounded by pristine sandy beaches, national parks and mountain ranges. And with a warm and sunny climate, you can enjoy outdoor activities such as swimming, hiking and camping.Beyond the great outdoors, Sydney hosts hundreds of major cultural and sporting events each year. Combine this with thousands of eateries, cafés and restaurants from many different cultures, as well as fantastic shopping, weekly markets, and an exciting and diverse nightlife, and you’ll quickly fi nd that living in Sydney is a unique experience.Making the most of Sydney’s mild climateThere are four seasons in Sydney. Summer runs from December to February, autumn from March to May, winter from June to August, andspring from September to November. January and February are the hottest months, while Sydney’s winters are mild.Scan to watch a virtual walkthrough of the Kensington Colleges redevelopment.THE BENEFITS OF LIVING ON CAMPUS When you are starting out at UNSW, we encourage you to live in university accommodation. This allows you to enjoy the benefi ts of living on or close to campus, including greater security, social opportunities, easy access to university facilities, and the convenience of moving directly into fully furnished accommodation.University accommodation is very popular and fi lls quickly. Because of this you need to apply as early as possible.At our University Terraces, students live in modern accommodation and have access to the diverse range of retail services available including a supermarket and eateries.The Kesington Colleges redevelopment will be complete in 2014 offering nearly 700 new catered and self-catered beds on campus with the benefi ts of living in a supportive college environment.A typical furnished bedroom on campus.Finding a place to liveSTUDENTS AT UNSW HAVE A NUMBER OF ACCOMMODATION OPTIONS AVAILABLE TO THEM. THESE RANGE FROM ON AND OFF CAMPUS UNIVERSITYACCOMMODATION, TO PRIVATE ACCOMMODATION LIKEHOUSES, APARTMENTS AND ROOMING HOUSES.Timing your arrivalLiving in Sydney will be a big change – if you do not have a confi rmed place on campus we recommend you arrive three to four weeks before classes start. This will give you time to look for accommodation, settle in and attend university orientation sessions.If you require temporary accommodation when you fi rst arrive, try to have this organised before landing in Australia. This might include private hotels, motels, hostels, lodges and furnished apartments ranging from A$45 to A$300 per day.If you require assistance looking for accommodation Student Development International (SDI) may be able to help you fi nd suitable accommodation through our International Student Housing Assistance program: .auIndependent accommodation optionsRental propertyThere are many properties available for rent in the suburbs surrounding the University. Most of these will be unfurnished and costs vary according to the number of bedrooms, condition and location of the fl at, apartment or house.When renting, you will usually sign a six or 12-month lease and pay rent in advance, plus a refundable security deposit called a ‘bond’. Be aware thatelectricity, gas and telephone costs are additional, and you will have to factor in establishment costs including the purchase of furniture and equipment.Sharing a house, fl at or apartment will reduce your rent. Usually, you will have your own room, and will share the cost of the rent and other expenses like electricity with your housemates. You can expect to pay between A$150 to A$250 per week plus establishment costs in a shared house.You might fi nd cheaper accommodation in suburbsfurther away from our Kensington campus, but this may increase your travel time and transport costs.Full boardThis option usually gives you a furnished room and the use of facilities in the private home of a family or single person. Dinner and breakfast will be provided, and some may also include bed linen, laundry service and weekly room cleaning. Costs range from A$200 to A$280 per week.Rooming housesIn this option meals are not provided and you will be responsible for providing your own food, as well as cooking, cleaning and doing your washing. Average cost is between A$140 to A$220 per week. Use of the telephone is an extra cost but expenses such as gas and electricity are usually included.11,709TOTALSTUDENTS5,513TOTAL FEMALE STUDENTS86,209UNDERGRAD STUDENTS6,196TOTAL MALE STUDENTSSCHOOL OF ACCOUNTINGSCHOOL OF BANKING AND FINANCE SCHOOL OF ECONOMICSSCHOOL OF INFORMATION SYSTEMS SCHOOL OF MANAGEMENT SCHOOL OF MARKETINGSCHOOL OF RISK AND ACTUARIAL STUDIES SCHOOL OF TAXATION AND BUSINESS LAWSCHOOLSSTUDENT BODYT: +61 2 9385 3507E: www.businessinfo@.au W: .auAustralian Schoolof BusinessOur Successes, rankings and accreditation:2013 – Awarded 5 stars for Graduate starting salaries, Good Universities Guide 2012 – Awarded 5 out of 5 rating in the Excellence in Research in Australia for: accounting, auditing and accountability, banking, fi nance and investment, business and management, econometrics and marketing,2010 – Awarded accreditation by EQUIS European Foundation for Management Development for fi ve years running We offer you the opportunity to:Be taught by our esteemed academics who have outstanding credentials. Learn and engage with students who are the best and brightest.Choose the areas you wish to study, as our degree programs are very fl exible.Listen to industry guest speakers and be exposed to exciting career initiatives.Fast-track your degree by studying over the summer semester.Become a global citizen – go on international exchange.Be part of a global brandWe give you the skills, networks and knowledge to succeed in today’s business world. Join our global family of over 66,000 alumni and over 6,000 undergraduate students today.BE BOLDChoose the Australian School of Business for your undergraduate .au/beboldWANT TO HAVE AN AUSTRALIAN LEADING BUSINESS SCHOOL BRAND ON YOURRESUME?Ranked in the top 5 nationally and the top 50 globally, UNSW Arts and Social Sciences is a leader in arts, humanities and social sciences teaching and research. We’re one of the largest faculties of our kind in Australia – a vibrant anddiverse community of over 6,000 students from over 80 countries. Our world-class researchers, industry experts and innovative programs make our faculty an exciting place to discover new ways of thinking about the world and develop a professional career that makes the most of your passions, interests and talents.Quality, choice and fl exibility Our range of more than 10 undergraduate degrees and over 35 options for majors and minors gives you a licence to explore across education, humanities, social sciences, media, creative and performing arts. You can extend yourknowledge and career options by combining two different degrees, while our program fl exibility allows you to include courses from other faculties. As a member of our community, you’ll come to think critically and communicate in imaginative and articulate ways – skills that are sought after in any profession.Real-world skillsAt UNSW Arts and Social Sciences, our programs are specially designed to respond to the challenges of today and tomorrow. You will gain real-world experience within, or alongside, your degree to put the theory you’ve been learning into practice. Through our internships, exchanges,placements and projects you will graduate equipped with valuable knowledge and professional skills for a global world.A PROFESSIONALLY RELEVANT ARTS AND SOCIAL SCIENCES DEGREE WILLENCOURAGE YOU TO BE INTELLECTUALLY ADVENTUROUS, BOLDLY CREATIVE AND SOCIALLY ENGAGED.Arts and Social Sciences 6,766TOTALSTUDENTS4,680TOTAL FEMALE STUDENTS45,117UNDERGRAD STUDENTS2,086TOTAL MALE STUDENTSSCHOOL OF EDUCATIONSCHOOL OF THE ARTS AND MEDIA SCHOOL OF HUMANITIES AND LANGUAGESSCHOOL OF SOCIAL SCIENCESSCHOOLSIf you want to combine a great lifestyle with studies that you’re passionate about, UNSW is the place to come.Caroline, SwedenBachelor of Media in Communications and JournalismSTUDENT BODY T: +61 2 9385 3107E: studyarts@.au W: w .au。
出国留学英语考试
出国留学英语考试In the modern era of globalization, the significance of English proficiency has become increasingly apparent, particularly for those aiming to pursue higher education abroad. The journey towards this goal often begins with the challenging task of passing various English language tests designed to assess the linguistic abilities ofinternational students. These exams, such as the IELTS, TOEFL, and PTE, among others, play a pivotal role in determining a student's eligibility for admission into foreign universities.The IELTS, or International English Language Testing System, is one of the most widely recognized English proficiency tests for academic and general training purposes. It measures listening, reading, writing, and speaking skills and is accepted by over 10,000organizations worldwide, including universities,immigration authorities, and professional bodies. Similarly, the TOEFL, or Test of English as a Foreign Language, assesses English-language ability for use in academicsettings. It is recognized by over 9,000 universities and agencies in more than 130 countries.Preparing for these exams can be a daunting task, as they require a high level of English proficiency and a thorough understanding of the test formats and question types. However, the rewards of overcoming these challenges are immense. Admission into top universities abroad often depends on strong performance in these tests, which can lead to valuable educational opportunities and future career prospects.Moreover, the process of preparing for these exams is itself an enriching experience. It involves enhancing English communication skills, expanding vocabulary, and developing a deeper understanding of English grammar and syntax. This not only helps in passing the exams but also prepares students for the academic and cultural challenges they will encounter in their overseas studies.Despite the difficulties, the opportunity to study abroad is a life-changing experience that can broaden one's horizons and expand their network of international connections. The skills and knowledge gained through thisexperience can significantly enhance one's professional profile and increase their chances of success in aglobalized workforce.In conclusion, while the process of passing English proficiency tests for overseas study may be challenging, it is also an exciting and rewarding journey. It requires dedication, hard work, and strategic planning, but the end result is a priceless opportunity to pursue aninternational education and expand one's horizons.**出国留学英语考试：挑战与机遇并存**在全球化的现代时代，英语熟练度的重要性愈发明显，特别是对于那些希望出国深造的人来说。
中国人在美国入学人数数据的英语作文
中国人在美国入学人数数据的英语作文The Surge of Chinese Students in American UniversitiesThe United States has long been a popular destination for international students seeking a world-class education. Among these international students, one group has been steadily growing in number over the past decade - Chinese students. The influx of Chinese students into American universities has been a significant trend, with profound implications for both the educational landscape and the broader cultural exchange between China and the United States.According to the latest data from the Institute of International Education, the number of Chinese students enrolled in American colleges and universities has reached an all-time high. In the2020/2021 academic year, there were over 317,000 Chinese students studying in the US, accounting for 35% of the total international student population. This represents a remarkable increase from the 2010/2011 academic year, when there were only around 157,000 Chinese students in the US, making up just 22% of internationalstudents.The reasons behind this surge in Chinese student enrollment are manifold. Firstly, the rapid economic growth and expansion of the middle class in China have enabled more families to afford the high costs of an American education. Many Chinese parents view a degree from a prestigious US university as a ticket to a successful career and a gateway to a better life for their children. The prestige and reputation of American institutions of higher learning, such as the Ivy League universities, have long been a draw for ambitious Chinese students and their families.Furthermore, the Chinese government has actively encouraged and supported the pursuit of overseas education. Initiatives like the "Thousand Talents Program" and the "Study Abroad" policy have provided financial incentives and other forms of assistance to Chinese students who wish to study abroad. These government-backed programs have helped to make an American education more accessible and appealing to a wider pool of Chinese students.The influx of Chinese students has had a significant impact on American universities. Many institutions have adapted their recruitment strategies and educational offerings to cater to the needs and preferences of this growing demographic. For example, some universities have expanded their Chinese language and cultureprograms, while others have established partnerships with Chinese universities to facilitate student exchanges and collaborative research projects.The presence of Chinese students has also enriched the diversity and cultural exchange on American campuses. Chinese students bring with them unique perspectives, customs, and ways of learning that can broaden the horizons of their American peers. This cross-cultural interaction can foster greater mutual understanding and appreciation between Chinese and American students, laying the foundation for future cooperation and collaboration.However, the surge of Chinese students has also raised some concerns and challenges. There have been instances of academic dishonesty, such as plagiarism and cheating, among certain Chinese students, which has prompted universities to strengthen their academic integrity policies and enforcement measures. Additionally, the dominance of Chinese students in some STEM (Science, Technology, Engineering, and Mathematics) programs has led to concerns about the potential impact on opportunities for American students in these fields.Moreover, the geopolitical tensions between China and the United States have sometimes cast a shadow over the educational exchanges. The Trump administration's crackdown on perceivedChinese espionage activities in US universities, as well as the ongoing trade disputes and ideological differences between the two countries, have created an environment of uncertainty and suspicion that can hinder the free flow of students and ideas.Despite these challenges, the continued growth of Chinese student enrollment in American universities remains a significant trend that is likely to persist in the foreseeable future. As the world's two largest economies and influential powers, the United States and China have a vested interest in maintaining strong educational and cultural ties. By embracing the opportunities presented by this trend and addressing the associated challenges, both countries can foster a mutually beneficial exchange of knowledge, talent, and perspectives that can strengthen their long-term relationship and contribute to the global advancement of higher education.In conclusion, the surge of Chinese students in American universities is a complex and multifaceted phenomenon that reflects the changing dynamics of the global education landscape. While it presents both opportunities and challenges, the continued growth of this trend underscores the enduring appeal of American higher education and the deep-rooted connections between China and the United States. As these two nations navigate their evolving relationship, the exchange of students and ideas will remain a crucial component of their shared future.。
吴旭东外语学习任务难易度确定原则
34外语学习任务难易度确定原则吴旭东近年来,随着以任务为组织单位的教学大纲的兴起,对外语学习任务本身的研究的重要意义逐渐得到认识,研究数量也逐渐增多。
但总的来说,这方面的研究仍比较零散,缺乏系统。
本文在对研究现状进行考察之后,归纳出可能影响学习任务难易度(以对注意力要求的高低程度来确定)的有关因素。
接着,通过对各个因素的再分析,找出各因素包含的有关成分及各成分可能使任务/更易0或/更难0的条件。
根据上述分析,最终初步建立一个确定外语学习任务难易度的理论框架。
文章最后对进一步验证该框架,使之能运用到教学实践中提出一些建议。
关键词:语言学习任务任务难易度外语教学教学任务1.引言八十年代以来,外语教学界出现了一种以任务(task)为组织单位的教学大纲(Task_based syllabus, T BS)。
所谓"任务",指教师在课堂布置让学生完成的语言活动,但这些活动不是以语言形式为中心的教学活动,而是按学生将来使用语言的需要而设计的交际活动(int eraction)。
它们的特点是:(1)意义的表达占首要地位,(2)与现实世界有某种联系,(3)任务的完成优先于语言表达,(4)对学生的评价完全根据任务完成的情况(Lon g&Crookes,1992;Skehan,1996)。
提倡这类大纲的重要理由之一是:交际活动能给学习者提供所需的/不难理解的输入0(com p rehensible in p ut,简称CI),从而触发习得。
由于T BS 最大限度地为学习者提供了交际机会,学习者可大量增加接触CI的机会,因此也就能更快地促进其中介语(interlanguage)的发展。
Nunan(1991)认为,需要研究的关键问题在于:哪些课堂任务及交际形式为学习者提供最大量的CI?尽管有人(Sheen,1994)对T BS提倡者所持的观点提出质疑,认为首先要解决的是CI假设的效度问题,即是否仅仅有CI就足以触发习得;但近年来利用认知心理学的理论对外语学习过程的研究已经初步显示:有意注意(not icing)1对外语发展至关重要(Schmidt,1990,1994),而经过精心设计的学习任务能使学生更容易注意到外语语音、词汇和句子结构中那些由于缺乏感知和心理突出性而被忽视的方面(如Hulsti j n1989;Dou g ht y,1991;Lon g,1991;Watanabe,1992)。
InternationalStudents
Running head: SELF-EFFICACY, ASSERTIVENESS AND SPIRITUALITYRelation between general self-efficacy, assertiveness, spirituality, and acculturative stress amonginternational studentsSeongjik Lee and Kelly D. BradleyUniversity of KentuckyAbstractThis study investigates the relation between general self-efficacy, assertiveness, spirituality and acculturation stress among international students enrolled at a southeastern land-grant institution. Strong efficacy beliefs can assist international students in stressful situations. Good assertiveness skills have been linked to students’ sense of control of their environment. Independent samples t test and MANOVA techniques, along with a hierarchical multiple regression are performed to analyze responses from the self-administered, pencil-and-paper census survey. Findings indicate that those with higher levels of general self-efficacy experience the least level of acculturative stress among international students.Relation between general self-efficacy, assertiveness, spirituality and acculturative stress amonginternational studentsThe number of international students in U. S. higher education institutes decreased by 2.4% in the 2003-04 school year to a total of 572,509 students, according to Open Doors 2004 (Institute of International Education, 2004). The drop in enrollment in 2003-04 is the first decline in foreign students enrolled on American campuses in 30 years. More specifically, graduate student enrollments increased by 2.4% while undergraduate number of international student enrollments dropped to almost 5%. Open Doors 2004 reports that the decline of foreign student enrollment may be attributable to several factors such as difficulties obtaining a student visa, difficulties paying the increased U.S tuition fee, competitive recruitments by other English-speaking countries such as Britain, Canada, Australia, and New Zealand and some negative perceptions that the U.S. no longer welcomes foreign students. Despite the drawbacks, degrees from U.S. higher education institutions still seem to be attractive to foreign students.The U.S benefits from the enrollment of international students on the U.S. campuses for several reasons. Foreign students help their American classmates broaden their world perspective and they add cultural diversity and facilitate international understanding (Sandhu & Asrabadi, 1994). They also contribute to the economy where they live. The Department of Commerce reports that “international students brought over $13 billion dollars to the U.S. economy in money spent on tuition, living expenses, and related costs” (Institute of International Education, 2004). Furthermore, international students can help develop positive relations between their home countries and the U. S. (Sandhu & Asrabadi, 1994).However, U.S institutions of higher education have been traditionally indifferent to the adjustment problems of international students (Mori, 2000; Sandhu & Asrabadi, 1998). Thispopulation has been “the most quiet, invisible, underserved groups on the American campus” (Mori, 2000, p.143). International students undergo unique and diverse psychological problems with special concerns (Mori, 2000). Counselors on campuses should be aware that international students come from a myriad of cultural backgrounds and “make a mosaic of unique cultural experiences” (Sandhu, 1994, p.237). However, a majority of counseling services provided on campus do not include enough cultural sensitivity (Mori, 2000).International students can encounter many problems upon arrival to the U.S. as they adjust to new surroundings. Most commonly reported difficulties they experience include language barriers, academic demands, homesickness, loss of social support and status, decreased self-esteem, lack of study skills and lack of assertiveness (Pederson, 1991; Poyrazli, Arbona, Nora, McPherson, & Pisecco, 2002). Research findings suggest that if international students fail to adjust to new, challenging, and diverse demands, they undergo high levels of loneliness, depression, and increased physical and mental health issues (Pedersen, 1995). Once they adapt to the new demands and roles of the new culture, international students are likely to have better academic performance and better psychological stability.Sandhu (1994) argued that the psychosocial distress can include two major types of factors. One is associated with intrapersonal issues rooted in within self and the other type involves more external factors such as environment and cultural milieu. In general, both types interact and combine with each other (Sandhu, 1994). Intrapersonal distress includes profound sense of loss, sense of inferiority and sense of uncertainty, perceived discrimination, threat to cultural identity, mistrust, perceived hatred (Sandhu, 1994; Sandhu & Asrabadi, 1994). Interpersonal stressors are associated with communication barriers, culture shock, loss of social support system, academic overload and different educational expectation (Sanhu, 1994).Sandhu’s (1994) factor analysis of intrapersonal stressors revealed that international students perceived discrimination and alienation as the most stressful. Obvious discriminations can be rarely seen on campuses. It is assumed that “more international students suffer from difficulty of strangeness and sensitive students may interpret social distance as racial discrimination” (Bois’s, 1956, p.47). Perceived discrimination was also reported to be more serious among international students than immigrant students (Sodowsky & Plake, 1992). Research findings report that perceived discrimination causes increased stress, more identity conflict, less academic satisfaction, and greater psychosocial and sociocultural adjustment issues (Leong & Ward, 2000; Pak, Dio & Dion, 1991).High self-efficacy negatively predicts individual variation in stress and adjustment problems. Bandura (1986) argued that a strong sense of self-efficacy about one’s ability and competence will help individuals with emotional adjustment. A strong self-efficacy also helps individuals deal with challenging situations without feeling overwhelmed and confused. Perceived self-efficacy reflects an optimistic self-belief (Schwarzer, 1992). This positive self-belief can help an individual perform new and challenging tasks and overcome hardships. Perceived self-efficacy also tends to help an individual facilitate goal-setting, effort investment, persistence in face of barriers, recovery from setbacks and emotional adaptiveness (Bandura, 1995; Schwazer, 1992; Poyrazli, Arbona, Nora, McPherson, & Pisecco, 2002).Bandura (1995) notes:Those who have a high sense of efficacy visualize success scenarios that provide positive guides and supports for performance. Those who doubt their efficacy visualize failurescenarios and dwell on the many things that can go wrong. It is difficult to achieve much while fighting self-doubt. (pp. 6).During the stressful adaptation to a different culture, self-efficacy plays a critical role as a personal resource that can protect against negative experiences and emotions, and health impairment (Jerusalem & Mittag, 1995).Perceived English skills can also affect an individual’s self-efficacy. The criteria of a satisfactory score on the Test of English as a Foreign Language (TOEFL) for admission typically do not necessarily guarantee students’ fluency of English (Cross, 1995; Mori, 2000). An individual student with higher TOEFL scores may still experience stress from language barriers and have poor interaction with American students and faculty. Individuals’ perceived English fluency seems to be more related to a higher level of self-efficacy and confidence in social interactions. Consequently, this may lead to better adjustments to the host culture. International students with a higher level of perceived English fluency are reported to have more confidence in interacting with people and feel more comfortable in speaking and in class discussions (Yeh & Inose, 2003) and show higher level of assertiveness and academic efficacy, and they are more likely to take initiatives in more academic interaction and reach out for academic help (Poyrazli et al, 2002).Assertiveness is generally considered the ability or skill to express what an individual thinks and feels. The assertiveness skill is usually regarded as a critical means for an individual to affirm his or her identity and succeed in the individualistic and competitive Western societies (Niikura, 1999). Assertiveness has been considered desirable for mental health and has been reported as critical for self-esteem, reduced anxiety, and enhanced feelings of personal power or internal control (Alberti, 1977; Williams & Stout, 1985).A majority of international students come from collectivism societies in which interpersonal harmony is highly valued, such that self-restraint and passivity are encouragedamong members. Many research findings have reported that Asian international students are passive and less assertive than their Caucasian counterparts. Asian students have been reported to have more acculturative stress than other groups of international students. Further, the passivity can have a negative effect on relationships with their teachers, peers, and advisor in American culture (Poyrazli et al, 2002).Spirituality has been drawing attention as a potential variable for health related research. “Spirituality refers to the divine expression and belief of a higher power, which govern one’s existence” (Bowen-Reid & Smalls, 2004, p. 284). Spirituality can be differentiated from religion by the difference that religion can refer to a set of beliefs in God or higher power and practices such as church membership and prayer and worships, but spirituality can be personal and relational, and meaning individuals gain from life experience (Corbett, 1990; May, 1982; Zinnbauer, Pargament, & Scott, 1999). Therefore, individuals without religious beliefs in God or high power can also develop spiritual and meaningful experiences (Stoll, 1989). Spirituality can help individuals make meaning even from their stressful situations and make them more adaptive with stress and feel well being (Emmons, 1999).Individuals with high spirituality and religious salience have a better chance of leading a health-promoting life by engaging in health diet, regular physical exercise, responsible health practices, social support and spiritual growth (Bowen-Reid & Smalls, 2004). Even further, Richard and Bergin (1997) argued that individuals with good spirituality can feel God’s love, better self worth and more meanings from their life and they have better chance of fulfilling their potential to the fullest.To the contrary, Winterowd et al. (2005) reported that college students with higher level of spirituality turned out to be associated with higher levels of anger and stress. They assume thatcollege students who have higher level of anger and stress are likely to turn to spirituality for coping. Finding in this study indicated that spirituality seems to play a role of coping moderating feeling of stress. Even though some inconsistent findings have been turned out and issues of construction of the spirituality have been raised, a growing attention to the benefits of spirituality has been paid by many researchers recently.Despite the tremendously potential effect of these three variables on the acculturation stress of international students, very limited research has been done using the variables mentioned above. Theoretically, those three variables have been discussed in respect to psychosocial adjustment and mental health. However, the empirical research looking into the relation of these variables to intrapersonal acculturation stress of international students has been limited. In addition, most of research investigating acculturation stress among international students has used demographic information to predict which external factors account for variance of acculturation stress.ObjectivesThe primary purpose of the study is to investigate the relationship between perceived self-efficacy, assertiveness, spirituality and the psychosocial adjustment among international students. This study is more focused on intrapersonal aspects that can predict acculturative stress among international students. Research hypotheses are as follows:Hypothesis 1: International students with higher level of general self efficacy will show less acculturation stress than their counterparts with lower levels of self efficacy.Hypothesis 2: International students with higher level of assertiveness will show less acculturation stress than their counterparts with lower levels of assertiveness.Hypothesis 3: International students with a higher level of spirituality will display a significantly lower level of acculturation stress than those who have lower level of spirituality.Hypothesis 4: There are significant differences in means of acculturation stress between religious believers and non-believers among international students.Hypothesis 5: Self efficacy will be one independent predictor of acculturation stress among international students.MethodParticipantsA total of 73 international students (45 men: 62%, 28 women: 38%) enrolled in the University of Kentucky participated in this pilot study. Nineteen percent (n=14) of participants were undergraduate, 21% (n=15) were Masters, 56% (n=41) were Doctoral and 4% (n=3) were Professional. Age range was classified into five categories: 31 to 35 years (n=26, 35.6%), 26 to 30 years (n=22, 30.1%), 18 to 25 years (n=15, 20.5%), 36 to 40 years (n=8, 11.0%) and 45 to 50 years (n=2, 2.7%). Forty nine percent (n=36) of the students indicated being single and the other 51 % (n=37) of the students reported being married.In regard to nationality, 29 % (n=21) of the students were from China, 28% (n=20) from Korea, 14% (n=10) from India, 11% (n=8) from Japan, 4 % (n=3) from Jordan, 3% (n=2) from Taiwan, 3% (n=2) from France and 1% (n=1) each from Spain, Africa, Italy, Dominican Republic and Thailand. Twenty six percent (n=19) of the students indicated being Protestant, 15% (n=11) Catholic, 11% (n=8) Hindu, 10% (n=7) Buddhist, 4% (n=3) Muslim, and 33%(n=24) No religion. Their length of stay in the U.S. was categorized into 1 year (n=15, 21%), 2 years (n=6, 8%), 3 years (n=20, 27%), 4 years (n=5, 7%), 5 years (n=10, 14%), and More than 5 years (n=17, 23%).The majors of students were Business and Management (n=7, 10%), Computer and Information Service (n=8, 11%), Education (n=1, 1 %), Engineering (n=15, 21%), Health Professional and Medical (n=13, 18%), Physical Science (n=2, 3%), Humanities (n=1, 1%), Social Science (n=5, 7%), Fine Arts and Performing Arts (n=3, 4%) and others (n=18, 25%). The number of other international students in their classes was classified into five categories: Myself alone (n=12, 16%), 2 to 5 (n=35, 48%), 6 to 10 (n=16, 22%), 11 to 15 (n=8, 11%) and More than 15 (n=2, 3%).InstrumentsDemographic questionnaire. In the demographic questionnaire, participants reported information about their gender, marital status, age, major, degree they are seeking, area of study, length of residence in the U.S., general number of international students in classes and major. Demographic variables have not been studied well with respect to international students’ intrapersonal acculturative stress.To measure perceived English fluency of international students, three questions were borrowed from Cross (1995) and one question was to measure perceived understanding of professors in classes (i.e., please rate your ability to understand your professors in classes). The difficulty understanding professors in classes can be one of the most challenging stressors among international students. Perceived English language fluency was assessed using composite scores of four questions with 7-point scale ranging from 1 (Very poor) to 7(Extremely good). Cronbach’s alpha of the four questions in this sample was calculated as .87. The four questions are as follows:1.Please rate your ability to understand your professors in your classes.2.Please rate your ability participate in class discussion.3.Please rate your English conversation skills.4.Please rate your ability to write papers.To measure the level of religious coping/spirituality, five questions were borrowed from the “The Daily Spiritual Experience Scale (DSES)” developed by Underwood and Teresi (2002). The spirituality questions were self-report questions about how spiritually respondents live daily in the U.S. A 5-point Likert scale was used (1=Never, 2 = Rarely, 3 = Sometimes, 4 =Very often, 5 = Always). The composite scores of 5 questions assessed an individual international student’s spirituality. Cronbach’s alpha of the five questions in this study was calculated as .91. The five questions are as follows:1.I actively participate in my religion or spiritual activity.2.I ask for God or Higher Power’s help in the midst of daily activities.3.I feel deep inner peace and harmony.4.I pray to God or Higher Power I believe in.5.I find strength in my religion and spirituality.The Rathus Assertiveness Schedule (RAS). The RAS (Rathus, 1973) was given respondents to measure their level of daily assertiveness. The RAS consists of 30 items that are scored on a 6-point Likert-type scale ranging from 1 (Very much unlike me) to 6 (Very much like me). The RAS has 17 reverse-coded items to avoid response bias. The RAS has moderate to high test-retest reliability (r =.78) and split-half reliability (r =.77). The internal reliability of the scale for the sample was reported as .82 (Poyrazli et al, 2002). In the current pilot study, the internal consistency reliability (Cronbach’s alpha) was .84.The General Self-Efficacy Scale (GSS). The GSS (Jerusalem & Schwarzer, 1979) was originally developed in German and later translated into 26 languages by various co-authors. AnEnglish version of GSS was developed in 1993 by the original authors. The GSS was given to the sample of international students to assess a general sense of perceived self-efficacy to predict coping with daily hassles as well as adaptation after undergoing stressful experiences. The GSS consists of 10 items reflecting perceived optimistic self-belief of respondents. The authors report that Cronbach’s alpha ranged from .76 to .90 with the majority in the high .80s. Criterion-related validity is reported in numerous correlation studies (Schwarzer & Jerusalem, 1995). In this pilot study, the internal consistency reliability (Cronbach’s alpha) was .92.The Acculturative Stress Scale for International Students (ASSIS). The ASSIS was developed to measure intrapersonal acculturative stress of international students (Sandu & Asrabadi, 1994). The ASSIS consists of 36 items scored on a 7-point Likert scale (1=Strongly disagree to 7=Strongly agree). Sandhu and Asrabadi (1994) extracted six factors and one nonspecific factor using a principal components analysis, accounting for 70.6% of the total explained variance in their survey research. The total of seven factors is Perceived Discrimination (38.30% of variance), Homesickness (9.0%), Perceived Hate (7.20%), Fear (6.10%), Stress due to change/cultural shock (3.70%), Guilt (3.20%), and Nonspecific (3.10%). It has been reported that ASSIS has internal consistency scores ranging from .87 to .95 for total items measured by Cronbach’s alpha (Darcy & Durante, 2000; Sandu & Asrabadi, 1994; Sandhu & Asrabadi, 1998; Yeh & Inose, 2003). Validity was supported by the factor analysis. The internal consistency reliability (Cronbach’s alpha) of this pilot study was .95.Statistical AnalysisPearson product moment correlation analysis was used to examine the relation between variables in the study: Gender, age, marital status, degree they are pursuing, the length of stay in the U. S., the number of international students in classes, spirituality, acculturation stress,assertiveness, perceived English language fluency and general self efficacy. The bivariatecorrelation, means, standard deviations for these variables are presented on the table 1. In thispilot study, assertiveness is negatively correlated with acculturation stress (p < .01). PerceivedEnglish skills are positively correlated with degree (p < .01) and assertiveness level (p < .01) andnegatively correlated with acculturative stress (p < .01). General self efficacy is positivelycorrelated with degree (p < .05), perceived English skill (p < .01), and assertiveness (p < .01) andnegatively correlated with acculturative stress (p < .01).Table 1. Bivariate Correlations among Variables, Means, and Standard DeviationsItem 1 2 3 4 5 6 7 8 9 10 111.Gender ___2.Age -.267*___3.Marital status -.124 .464** ___4.Degree -.431** .488** .103 ___5.Length of stay .041 .176 .026 .041 ___6.Other IntrStudnts -.202 .142 -.118 .398** -.002 ___7.ACS -.083 .014 .221 -.205 -.087 .035 ___8.RAS .010 .015 .024 .103 .004 -.136 -.341** ___9.SPIRIT .024 .204 .144 -.078 .233 .042 -.001 .046 ___.173 -.011 -.425** .350** .155 ___.338**-.246*10.ENGSKILL -.091 -.016.096 -.616** .369** .003 .513**___-.130.267*11.GSS -.063-.035-.2135.03 3.06 M ___ ___ ___ ___ ___ ___ 2.64 3.58 3.031.15 .53 SD ___ ___ ___ ___ ___ ___ .64 .56 1.21Note. Other IntrStudnts = # of other international students in classes; ACS = Acculturation Stress;RAS = Rathus Assertiveness Scale; SPIRIT = religion/spirituality; ENGSKILL = English Skills;GSS = General Self-Efficacy Scale.*P < .05. **P < .01.To test hypothesis 4, independent samples t test was executed to examine the meandifference of acculturation stress between religious believers and non-believers. The test revealedthat religious believers (M = 2.65, SD = .65) were not significantly different from non-believers(M = 2.61, SD = .66), t (70) = .25, p >.05. The findings indicated that international students whohave religions seem to experience similar levels of acculturation stress as the students who donot have religion.For additional analysis, multivariate analysis of variance (MANOVA) was performed to investigate whether there were any differences between gender, country, major and religious denominations (independent variables) and general self efficacy, assertiveness, perceived English language, spirituality, and acculturative stress (dependent variables). The MANOVA, using Wilks’ Lambada to estimate the F statistic, revealed significant main effects for country and religion (denomination), with each univariate effect on perceived English skills and on spirituality, F (20,47.383) = 2.257, p <.05 ( Wilks’ Lambada = .10) and F (25, 53.510) = 2.256, p < .05 (Wilks’ Lambada = .07) respectively. However, no significant interaction effects were reported among independent variables.In post hoc analysis, perceived English skills of international students from China(M=4.70, SD=.88), Korea (M=4.53, SD=1.10) and Japan (M=4.59, SD=1.41) were significantly different from others (M=6.22, SD=.71) and Indian international students (M=5.85, SD=.64) were significantly different from Korean (M=4.53, SD=1.10) and Chinese (M=4.70, SD=.88) international students. Because of the small sample size of students from some countries, small cases were regrouped into the “Other” category. Countries such as France (n=2), Germany (n=1), Jordan (n=3), Dominican Republic (n=1), Spain (n=1), Africa (n=1), Italy (n=1) were combined into “Other.” Taiwan (n=1) and Thailand (n=1) who are descendents of the Chinese were regrouped into China.In post hoc analysis for spirituality in relation to denomination, Muslim (M=4.93, SD=.11) is significantly different from Buddhism (M=2.60, SD=1.00), Catholic (M=3.30, SD=.99), Hinduism (M=2.75, SD=.81) and No religion (M=1.89, SD=.64). Protestant (M=4.02, SD=.73) is significantly different from Buddhism (M=2.60, SD=1.00), Hinduism (M=2.75, SD=.81) and No religion (M=1.89, SD=.64). Catholic (M=3.30, SD=.99) is just significantly different from Noreligion (M=1.89, SD=.64). There were no significant differences in means of Muslim and Protestant in respect to spirituality.Results of Hierarchical Multiple Regression AnalysisAs a final analysis, a hierarchical multiple regression was performed using gender, countries, assertiveness, perceived English skills, and general self efficacy as predictor variables and acculturation stress among international students as the criterion variable (see Table 2). This analysis looked into how predictor variable(s) in each step (block) can be explained for total variance of R-squared and change in significance of beta coefficient at each step.The predictor variables were entered as four different blocks. The demographic variables of gender and country were entered as Block 1, assertiveness was entered in Block 2, perceived English skill was entered in Block 3, and the variable entered in Block 4 was perceived self efficacy.As shown in Table 2, gender and country, entered in Step 1, accounted for 17 % of variance in acculturative stress, R2 = .17, p =.03. Adding to assertiveness in Step 2, it accounted for 22 % of the variance of acculturative stress, R2 = .22, p =.03. In Step 3, with the addition of perceived English skill, the amount of variance explained by the model increased to 28 % of variance of acculturation stress, R2 = .28, p =.02, and In Step 4, with addition of general self efficacy, the model was increased accounting for 46% of variance of acculturative stress, R2= .46, p =.000.Controlling other variables in Step 1, the international students from China, India, Japan, and Korea showed a significantly higher level of acculturation stress than the comparison group. In Step 2, adding to a new variable of assertiveness, Chinese, Indian and Korean students still showed a significantly higher level of acculturation stress compared to the “Other” category andassertiveness turned out to be a significant predictor of acculturation stress. In Step 3, whenadding to perceived English skill, this perceived skill became a significant predictor ofacculturative stress leaving country and assertiveness insignificant. In Step 4, adding to anothernew variable of general self efficacy, only self-efficacy was found to be a significant predictor of acculturation stress leaving all the variables entered in the model insignificant.Perceived English skills were found to be more critical in predicting acculturation stressregardless gender, country, and level of assertiveness after controlling general self efficacy.However, when general self efficacy was entered in final step, the most significant predictorvariable was changed to self efficacy, which indicate that general self efficacy are moredeterministic than perceived English skills in predicting acculturation stress among internationalstudents.Table 2. Hierarchical Multiple Regression AnalysisβR2Adjusted R2df F Sig.BModel VariablesStep 1 .17 .10 5,67 2.65 .030-.11Gender-.14China .78** .57 .001India .57* .30 .038Japan .60 .29 .047Korea .67* .46 .005Step 2 .22 .15 6,66 3.10 .010-.10-.14GenderChina .63* .46 .007India .54* .29 .043Japan.26.53Korea .34* .37 .024RAS -.29* -.25 .034Step 3 .28 .21 7,65 3.69 .002Gender-.11-.14China .40 .29India .48 .26Japan .26 .12Korea .27 .19-.19-.22RASENGSKILL -.18* -.32 .019。
汉译英5
tudougege人气755日期13/12/06
When it comes to mathematics, reading and science, young people in Shanghai are the best in the world, according to a global education survey released Tuesday.
这一调查结果来自于2012年的国际学生评估项目PISA——国际学生评估项目是一个由经济合作与发展组织筹划的针对学生学习水平的测试计划，本部位于巴黎，每三年进行一次，是目前世界上最具影响力的国际学生学习评价项目之一。
More than half a million students, aged 15 and 16, sat a two-hour exam last year as part of the study. The pupils came from 65 countries representing 80% of the global economy.
总体而言，东亚国家的学生成绩最佳，三门学科成绩最佳的十个国家中有七个是东亚国家。
In math, Shanghai had the highest score with 613 points -- tyears of schooling above the average for the 34 OECD member countries of 494, and six years above Peru which ranked last with a score of 368. The city also came top in 2009 rankings.
影响选专业的因素英语作文
影响选专业的因素英语作文英文回答：Factors influencing the selection of a major can be grouped into two broad categories: internal and external. Internal factors are those that originate within the individual, such as their interests, values, skills, and personality traits. External factors, on the other hand, are those that come from outside the individual, such as the influence of family, friends, teachers, and the job market.Internal Factors:Interests: People tend to pursue majors that they find interesting and enjoyable. For example, if someone has a passion for music, they may be more likely to major in music.Values: People's values can also influence theirchoice of major. For example, someone who values helping others may be more likely to major in social work or nursing.Skills: People's skills can also play a role in their choice of major. For example, someone who is good at math and science may be more likely to major in engineering or computer science.Personality traits: People's personality traits can also influence their choice of major. For example, someone who is outgoing and enjoys working with people may be more likely to major in business or communications.External Factors:Family: Family members can have a significant influence on their children's choice of major. For example, parents who are doctors may encourage their children to pursue medicine.Friends: Friends can also influence their peers'choice of major. For example, if a group of friends are all planning to major in engineering, one friend may be more likely to join them.Teachers: Teachers can also play a role in their students' choice of major. For example, a teacher who is passionate about history may inspire their students to pursue a major in history.Job market: The job market can also influence people's choice of major. For example, if there is a high demand for engineers, more people may be likely to major in engineering.中文回答：影响选专业的因素。
被遗忘了的创造性叛逆_文学翻译中译文读者和接受环境的创造性叛逆_黄四宏
2005年3月第21卷第2期四川外语学院学报Journal o f S ichuan I nternational Stud ies Un i v ersityM ar.,2005V o.l21N o.2被遗忘了的创造性叛逆)))文学翻译中译文读者和接受环境的创造性叛逆黄四宏(四川外语学院研究生部,重庆400031)提要:译文读者和接受环境是文学翻译中创造性叛逆的主体之一,针对这一主体被忽视的现象,从分析该创造性叛逆存在的理据入手,分别对其制约因素、共时性和历时性予以考察,探讨译文读者和接受环境创造性叛逆的正、负面作用,认为对该创造性叛逆的正确认识具有不可否认的指导作用,不可掉以轻心。
关键词:译文;读者;接受环境;创造性叛逆中图分类号:H31519文献标识码:A文章编号:1003-3831(2005)02-0105-04Creati ve T reason of Target R eaders and ReceptorEnviron ment i n L iterary T ranslationH UANG S i-hongAbstrac t:In resent translati on st udies,scho lars haven t'paid enough a ttenti on to t he creati ve treason of targ et readers and receptor env iron m en t.Consi der i ng this,this paper,after ana l yzing t he theo ry f oundati ons of t h is creati ve treason,a tte m pts to i nvesti g ate its var i ous factors and feat ures so as to sugg est that t he creative treason i n questi on is ev ident as we ll as i n-structi ve and we s hould not neg lect t h is pheno m enon.K ey word s:translated tex t;target reade rs;recept o r env i ron m ent;creati ve treason11引言/创造性叛逆0(creative treas on),也称/创造性背离0,此词最早出自埃斯卡尔皮,他在5文学社会学6一书中说:/如果愿意承认翻译始终是一种创造性的背离,那么,那个使人大为恼火的翻译问题也许就可以解决了。
enrollment for international students
Enrollment for international students typically involves a few extra steps compared to domestic students. Here's a general outline of the process:1. **Application Deadline**: Check the admission deadlines for the program and the university. Apply well in advance to give yourself time for any additional paperwork or processing you might need.2. **Proof of English Proficiency**: If the university you're applying to is in English-speaking countries, you might need to provide proof of English proficiency. This can be done through标准化考试如TOEFL or IELTS.3. **Transcripts and Academic Records**: Provide all your academic transcripts and records. These should be translated into English and evaluated by a credential evaluation agency if necessary.4. **Letter of Recommendation**: Ask one or two professors or teachers to write letters of recommendation for you. These should be addressed to the admissions committee and typically include comments on your abilities, qualifications, and suitability for the program.5. **Visa Application**: If you're not a citizen of the country where you're studying, you'll need to apply for a student visa. Check the requirements for visa application and the processing time.6. **Health Insurance**: Check if the university requiresinternational students to have health insurance. If so, purchase a student health insurance plan.7. **Arrival and Orientation**: Once you've been admitted and your visa has been approved, plan your arrival on campus. Many universities provide orientation programs for new international students to help them get settled in.8. **Financial Responsibility**: Ensure that you have the financial capability to pay for your tuition, accommodation, living expenses, and any other costs associated with your studies abroad.9. **Communication and Networking**: Join student clubs, organizations, and social media groups related to your field of study or interest to connect with other students and professionals in your field.10. **Adjustment and Integration**: Adjust to the new culture, environment, and academic system. Seek help and support from your professors, advisors, or student services if needed. Remember that the specific enrollment requirements may vary depending on the program, university, and country, so it's essential to consult the official website of the university or program for detailed information and up-to-date instructions on the enrollment process.。
大学生综合素质重要的原因英语作文
大学生综合素质重要的原因英语作文全文共3篇示例，供读者参考篇1The Importance of Comprehensive Qualities for College StudentsCollege is a crucial time in the development of young adults, as they transition into the next phase of their lives. While academic excellence is important, having strong comprehensive qualities is equally essential for success in both personal and professional life. In this essay, we will discuss the reasons why comprehensive qualities are important for college students.Firstly, comprehensive qualities such as communication skills, teamwork, and leadership abilities are highly valued by employers in today's competitive job market. In a professional setting, it is not just about what you know, but also how you interact with others and contribute to a team. College provides students with ample opportunities to develop these skills through group projects, extracurricular activities, and internships. By honing these abilities, students become more attractive candidates for future employment.Secondly, comprehensive qualities are crucial for building strong relationships with others. In college, students are surrounded by a diverse group of peers with different backgrounds, beliefs, and perspectives. Developing empathy, open-mindedness, and cultural sensitivity can help students navigate these differences and build meaningful connections. These qualities are not only important for personal growth but also for fostering a sense of community and inclusivity on campus.Moreover, comprehensive qualities play a key role in personal development and well-being. College can be a stressful and challenging time for students, as they juggle academic responsibilities, social pressures, and future uncertainties. By cultivating resilience, time management skills, and emotional intelligence, students are better equipped to handle adversity and maintain a healthy work-life balance. These qualities are essential for promoting mental health and overall well-being.In addition, comprehensive qualities are essential for becoming responsible global citizens. In an increasingly interconnected world, it is important for college students to be aware of social issues, cultural differences, and environmental challenges. By developing qualities such as empathy, socialresponsibility, and environmental consciousness, students can contribute to positive social change and sustainable development. College provides a platform for students to engage in service-learning projects, volunteer opportunities, and advocacy efforts that promote social justice and environmental stewardship.In conclusion, comprehensive qualities are crucial for college students to succeed in both academic and personal life. By developing skills such as communication, teamwork, leadership, empathy, resilience, and social responsibility, students can build a strong foundation for future success. College is not just about acquiring knowledge; it is also about shaping character, fostering relationships, and making a positive impact on the world. As college students, let us strive to develop comprehensive qualities that will not only benefit ourselves but also the communities and the world around us.篇2The Importance of Comprehensive Quality of College StudentsIn today's society, college students are expected to possess not only academic knowledge but also a wide range of otherqualities and skills. This is because the demands of the modern workplace go beyond just having a good GPA and a degree. Employers are looking for candidates who are well-rounded individuals with strong critical thinking, communication, and problem-solving skills. Therefore, the comprehensive quality of college students has become increasingly important.First of all, having a strong comprehensive quality allows college students to adapt to different situations and handle various challenges effectively. In today's fast-paced andever-changing world, being able to think on your feet and solve problems creatively is essential. Students who have a diverse set of skills and qualities are better equipped to navigate the complexities of the modern world and succeed in a variety of environments.Secondly, a good comprehensive quality is crucial for building strong relationships and networks. In today's interconnected world, the ability to communicate effectively and work well with others is highly valued. Students who are able to collaborate, communicate, and build relationships with their peers, professors, and colleagues will have a significant advantage in their academic and professional lives.Furthermore, having a strong comprehensive quality can help college students stand out in a competitive job market. Employers are looking for candidates who not only have the technical skills required for the job but also possess leadership, teamwork, and problem-solving abilities. Students who can demonstrate these qualities are more likely to secure job offers and advance in their careers.In addition, a good comprehensive quality can contribute to personal growth and development. By cultivating a wide range of skills and qualities, students can become more confident, resilient, and adaptable individuals. They can also gain a greater sense of self-awareness and purpose, which can help them make informed decisions and navigate life's challenges with grace and resilience.Overall, the importance of comprehensive quality for college students cannot be overstated. It is essential for success in the modern world and can provide numerous benefits in both academic and professional settings. By developing a strong set of skills and qualities, students can enhance their personal and professional growth, build strong relationships and networks, and stand out in a competitive job market. Therefore, it is crucial for college students to prioritize the development of theircomprehensive quality in order to achieve success and fulfillment in their lives.篇3The Importance of Comprehensive Quality of College StudentsIn today's society, the comprehensive quality of college students plays an important role in their personal growth and development. College students need not only expertise in their fields of study but also a wide range of other qualities and skills to succeed in an increasingly competitive and complex world. In this article, we will explore the reasons why the comprehensive quality of college students is so important.First of all, the comprehensive quality of college students reflects their overall ability to adapt to various situations and challenges. In today's fast-paced world, college students need to be flexible and adaptable in order to succeed. They need to be able to think critically, solve problems creatively, communicate effectively, and work well in teams. These skills are essential for success in today's globalized economy and society.Secondly, the comprehensive quality of college students is important for their personal and professional growth. Collegestudents need to develop a strong sense of ethics and integrity, as well as a commitment to lifelong learning andself-improvement. They need to be able to set goals, manage their time effectively, and take responsibility for their actions. These qualities are essential for success in both their personal and professional lives.Moreover, the comprehensive quality of college students is important for their future career prospects. Employers are looking for candidates who not only have expertise in their fields but also possess a wide range of other qualities and skills. College students need to be able to demonstrate leadership, teamwork, communication, and problem-solving skills in order to stand out in today's competitive job market.In conclusion, the comprehensive quality of college students is essential for their personal growth, professional development, and future career prospects. College students need to develop a wide range of skills and qualities in order to succeed in today's complex and competitive world. By focusing on developing their comprehensive quality, college students can becomewell-rounded individuals who are prepared to face the challenges of the future.。